Applying the Pedagogy of the Oppressed: A Review of CreatingTogether: Participatory, Community-Based, and Collaborative ArtsPractices and Scholarship across Canada

Authors

Bruce Lilyea, Nova Southeastern UniversityFollow

Abstract

Creating Together: Participatory, Community-Based, and Collaborative Arts Practices and Scholarship across Canada offers a series of real-life practical examples where the concepts of the book title are effectively applied and an impact is made in a range of places across Canada and with a range of marginalized groups. By using a comparative approach, this review links the material presented in Creating Together: Participatory, Community-based, and Collaborative Arts Practices and Scholarship across Canada to the concepts presented in Freire’s Pedagogy of the Oppressed. The examples in Creating Together offer pragmatic applications of Freire’s concepts and provide a series of pragmatic illustration for those that want to make a difference in community engagement particularly with those who occupy the edges of society.

Keywords

Arts Based, Participatory, Community, Collaboration, Oppressed

Author Bio(s)

Bruce Lilyea has a Ph.D. in Conflict Analysis and Resolution with a concentration in organizational conflict and an MBA from Nova Southeastern University. He has extensive experience in governmental, entrepreneurial, and corporate business and is currently employed as a training manager for a Fortune 100 company and as an adjunct professor of business at Southeastern University.

Correspondence regarding this review can be addressed directly to: Bruce Lilyea at, lilyea@nova.edu.

Publication Date

9-28-2015

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2015.2315

Recommended APA Citation

Lilyea, B. (2015). Applying the Pedagogy of the Oppressed: A Review of CreatingTogether: Participatory, Community-Based, and Collaborative ArtsPractices and Scholarship across Canada. The Qualitative Report, 20(9), 1546-1549. https://doi.org/10.46743/2160-3715/2015.2315